Interior Architecture Studio V is the first stage of the student's design thesis. Interior Architecture Studio V and VI consolidate the student's practical and theoretical knowledge and skills in a comprehensive design project, which is central to their graduate portfolio. Rather than pre-defining a vision of the interior for the student, this module encourages students to examine and challenge their own vision of Interior Architecture, as well as their ethical position and responsibility as Interior Architects.

During this module, students identify and research a focus, users, function and physical context for an individual project in consultation with tutors. Students have the option to select and develop a project and site from a list of initial suggestions, or to choose their own, with guidance from tutors. During this module, preliminary phases of the design project are completed from initial research phases through to sketch design.

Studio time is divided between individual tutorials, group tutorials and periodic design reviews. These are time tabled in the students' handbook. Theoretical input and case study demonstrations are provided at the start of each design phase.

1. Identify, research and develop a design brief for a complex interior design problem, demonstrating a personal world view and ethical position as an Interior Architect in relation to social, cultural and ecological issues.
2. Research, analyze and apply relevant information pertinent to a complex interior design project, demonstrating consideration of material, spatial and technical conditions related to physical context, purpose of use and human conditions.

3. Synthesize preliminary studies in a clear design framework and brief, informed by research of functional and perceptual human experience of interior space (including sensory and emotional experience, ergonomics and universal design).

4. Develop an appropriate and informed conceptual approach, strategic design decisions and ‘master plan’in response to the brief, demonstrating a criticalaesthetic understanding of space, colour, light, acoustics and other sensory and functional aspects.

5. Communicate the developing design intentions clearly, expertly and creatively using a range of traditional and experimental modes.
6. Demonstrate skilled use ofboth reasoned and sensate communication processes to abstract, investigate and synthesize affective and functional design intentions.

7. Demonstrate the ability to make reflective, critical design judgements, based on research, analysis and criticism.

8. Demonstrate the ability to manage their design progress and personal learning, setting goals, managing workloads, negotiating limitations and meeting deadlines.

9. Demonstrate the ability to analyze and develop design elements and principles visually and volumetrically.

Research in Art and Design I prepares for the module that follows (Research in Art and Design II) for which students complete a small research project appropriate to their discipline.

In this module, students are introduced to a selection of innovative research methods and processes appropriate to the culture and practice of Art and Design. Students are introduced to research design and related conventions and issues, including epistemological and methodological contexts, as well as ethical and practical concerns.

Students select an area of focus and review related literature and practice, before identifying the theoretical framework and focus of their own research project. After designing a small research project and presenting a research proposal, they initiate the first iterations of the research.

1. Identify a research question and aligned research method appropriate to the students’s field of art/design or media.

2. Demonstrate critical understanding of contemporary practitioners, theories, concepts, practices and developments pertaining to the area of investigation in a written preliminary literature review.

3. Articulate a theoretical or conceptual framework that underpins the practical and theoretical characteristics of the enquiry.

4. Design a research proposal that acknowledges ethical and practical issues.

5. Competently initiate and negotiate the first iterations/pilot of the applied design research.

This module develops the student's professional, presentation and communication skills. Students develop a reflective and graphic portfolio and curriculum vitae. Students consolidate and present their learning experience and skills, whilst enhancing their self-knowledge and aspirations as Interior architects and designers.

1. Reflect critically upon their own practice and experience in relation to its strengths, weaknesses and related limitations and opportunities.

2. Articulate their potential role and responsibilities, as well as their theoretical and ethical positions and world view within the profession of interior architecture and design.

3. Demonstrate competency in the completionand compilation of an integrated set of contract documentation appropriate to the size and scope of a student design project.

4. Compose and collate a coherent and articulate written and graphic portfolio to a professional industry standard.

Interior Architecture Studio VI consolidates and explicates the student's practical and theoretical knowledge and skills in a comprehensive design project, which is central to their graduate portfolio. This module encourages the student to examine and challenge their own vision of interior architecture, as well as their ethical position and responsibility as an Interior Architect.

During this module, the student must develop and realise the designs that they initiated during Interior Architecture Studio V, from sketch design to detailed design realization and final presentation. Student designs must address function, materiality, detailed design, building regulations, sustainability and user experience, whilst responding creatively to the existing building and context. Designs are communicated multi-modally using both digital, analogue, oral and written means. An accompanying design report provides a reflexive commentary on the design process, its justification and realisation.

Studio time is divided between individual tutorials, group tutorials and periodic design reviews. These are time tabled in the students' handbook. Theoretical input and case study demonstrations are provided at the start of each design phase.

1. Generate a complex and comprehensive interior design in response to a design brief that responds creatively, constructively and ethically to user needs andhuman behaviour.

2. Realise the design of a complex interior at a detailed level, providing aesthetically and sustainably for the comfort, health, safety and welfare of its users, integrating appropriate materials, lighting, mechanical and electrical systems and complying with relevant building regulations and codes.

3. Demonstrate innovative appropriation and mastery of analogue and digital visualization techniques in the communication of design intentions and perceptual qualities (including colour, light, materials and furnishings) at all stages of the design and realization of a comprehensive interior design proposal.

4. Prepare and manage a competent set of drawings, schedules, and specifications as an integrated system of contractual documents, appropriate to the size and scope of the student design project.

5. Demonstrate critical andimaginative engagement with conceptual, and functional ideas in the resolution of a complex design problem.

6. Discuss, justify and reflect on a student design project, its conceptual and contextual framework and design resolution.

7. Demonstrate the ability to respond to personal strengths and needs, exercise autonomy and good working practices, manage personal learning and meet deadlines.

8. Communicate, contribute and negotiate in design decisions in cooperation withthird parties.

9. Generate a complex and comprehensive interior design in response to a design brief that responds creatively, constructively and ethically to the cultural, social and environmental context of the design.

10. Compose and communicate an articulate and focused exhibition presentation using appropriate graphic and written modes.

In this module, students continue the research projects initiated in 'Research for Design and the Arts I. Students conduct an applied piece of small scale art or design research appropriate to their discipline, before communicating the research project and its findings as an exhibition display, an accompanying text and a 4000-5000 essay. Students may work as individuals or groups.

1. Competently apply innovative arts/design research practices and methodologies within an original piece of research.

2. Synthesise research findings using appropriate diagrammatic, visual and textual analysis.

3. Critically discuss research methodologies, practices and findings in light of broader cultural, social and theoretical and global perspectives.

4. Articulate research findings using an original and conceptually appropriate format and composition.

5. Demonstrate critical understanding of contemporary practice in the students and other fields of art/design/media in light of personal enquiry, through a literature review.

This module builds on the students knowledge from prior professional practice modules and/or work experience, providing a knowledge-based grounding in the professional and ethical roles of the interior architect, as well as, the legislative and ethical contexts within which they operate. This knowledge contextualizes personal practice reviewed in the earlier Reflective Portfolio.

1. Discuss the roles, relationships and professionalism associated with the delivering of a professional Interior Architectural design service.

2. Discuss professional, environmental and social ethics in relation to the profession of Interior Architecture/Design.

3. Describe the processes and related responsibilities of the interior architect during design and procurement.

4. Identify and discuss the codes and legislation that would impact on a complex Interior architectural design project (building codes and regulations, health and safety, fire, universal design and accessibility).

5. Evaluateexamples models of interior architectural practice in light of the learner’s own professional identity and positions.